Practicing Vocabulary
Vocabulary Tips and Strategies for Practicing New Words
The stages of presenting vocabulary are just as important as practicing. Use these tips and strategies to help guide you when planning your lessons on teaching vocabulary
There are particular tips and strategies which will help guide you when planning your lessons, with particular emphasis on presenting and practicing stages of teaching vocabulary.
First, the presentation needs to be connected to the practice stages, which are equally as important. Second, the presentation stage of learning the new words must be done prior to the practice stage. In addition, there must be enough types of practice on various levels (see the three ranges below) and the practice should be success - orientation, otherwise it will be difficult for the students to move to production.
The biggest implication of practicising vocabulary with regard to teaching is that it should be drilled until it becomes automatic in students' mind and thus they will be able to produce the new lexical items.
The stages of practicing vocabulary can [and should] be done on both oral and written levels ranging from a guided - semi guided to free situation of vocabulary use.
- Guided - teacher orientated activity.
- Semi-guided - a clue is provided. Example: Teacher asks: What did you do last night? [S/he guides the students to give an answer with the target word]
- Free - students are expected to produce. [Tell your neighbor what you did last night - again, hoping that students will respond using the target vocabulary words]
Tips and Strategies for Practicing New Vocabulary
It is necessary to practice new words and expressions, but the drills should never become mechanical. They should be as interesting and communicative as possible.
- Be selective. Don't use a drill or exercise just because it happens to be in the book.
- Examine the vocabulary activity: Is its purpose clear? Is it useful? Does it force the students to think about the language? Can it be made more interesting?
- Make sure your drills are adapted to the needs of the individual student. Make up your own exercise if the book does not have any suitable ones.
- Use as much time as possible on listening and speaking. Let the students work in pairs or in small groups as often as possible.
- Start written work in the classroom to make sure everyone understands what they are doing. Do some exercises orally first, then let the students finish them for homework. Don't underestimate your students. Show them that you expect them to be able to work individually or in pairs or groups.
- Make the lessons as enjoyable as possible. If you enjoy your work, the students will enjoy your lessons.
- Don't make language meaningless.
- If you need additional teacher support, don't hesitate to contact me for any questions or concerns.
